Professional Expectations and Evaluation

Professional Expectations and Evaluation

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  • Danielle Sparks Professional Expectations and Evaluation EDU 315 September 8, 2016 Dr. Bennett
  • Instructional Practice •New learning is connected to prior learning and experience •Learning tasks have high cognitive demand •Students take responsibility for their own learning •Assessments are built into the lesson
  • Student Outcomes: •Growth •Gap reduction •Proficiency
  • This is the CCSD Teacher Evaluation Model
  • Responsibilities: •Commitment to school community, professional growth, practice, and obligations •Family engagement •Student perception
  • Rubric for Instructional Practices
  • There is a rubric for each of these. They are both numbered 1-5 and have 3-4 indicators that should be met.
  • Rubric for Professional Responsibilities
  • Growth can be made, by working towards achieving the highest score possible, listed on the rubric.
  • Because you have scored poorly, according to the rubric, we will have weekly meetings and observations to ensure positive growth in your teaching skills.
  • I am really appreciative of these trainings they have provided. I think it will help me to better understand what is expected.
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